SENIOR SECONDARY SCHOOL TEACHERS’ AWARENESS, USE AND CONSTRAINTS OF EDULASTIC APPLICATION FOR CURRICULUM CONTENT DELIVERY IN KWALI, ABUJA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The integration of technology in the education sector has revolutionized teaching and learning processes. Edulastic, an online assessment and instructional platform, offers a range of tools and resources to enhance curriculum content delivery. This study aims to investigate the awareness, use, and constraints faced by senior secondary school teachers in Kwali, Abuja, regarding the adoption of the Edulastic application for curriculum content delivery.
A mixed-methods research design was employed to gather both quantitative and qualitative data. The sample comprised senior secondary school teachers from various schools in Kwali, Abuja. Data were collected through a questionnaire survey and semi-structured interviews. The questionnaire consisted of items related to teachers’ awareness and use of Edulastic, their perceptions of its effectiveness, and the constraints they encountered. The interviews aimed to gain deeper insights into the teachers’ experiences and perspectives.
The findings revealed that while a majority of senior secondary school teachers in Kwali, Abuja were aware of the Edulastic application, only a limited number of teachers actively used it for curriculum content delivery. The main reasons cited for utilizing Edulastic were its ability to enhance student engagement, provide immediate feedback, and improve assessment practices. However, several constraints were identified, including limited access to technology infrastructure, inadequate training and professional development opportunities, and time constraints.
The study highlights the need for comprehensive training programs to enhance teachers’ proficiency in using Edulastic effectively. Additionally, policymakers and educational stakeholders should prioritize the provision of sufficient technological infrastructure and support to schools in Kwali, Abuja, to ensure equitable access to educational resources.
The findings of this study contribute to the existing literature on technology integration in education, specifically regarding the use of Edulastic for curriculum content delivery. The insights gained from this research can inform educational policymakers, administrators, and teacher training institutions in designing targeted interventions to promote the effective adoption of educational technology tools like Edulastic in senior secondary schools in Kwali, Abuja, and similar contexts.
Keywords: Edulastic, curriculum content delivery, senior secondary school teachers, awareness, use, constraints, technology integration
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